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Match terms associated with selecting and breeding livestock to the correct definitions.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Estimate all possible gene combinations when given the matings using the checkerboard
procedure.
12.
13.
14.
Predict inheritance.
15.
16.
530F2
II.
B.
C.
D.
E.
F.
Arrange a field trip to allow students an opportunity to see the different livestock
breeding programs.
G.
Obtain sale catalog from production sales for student to study pedigrees.
H.
I.
J.
K.
Instructional materials
A.
Objective sheet
B.
Suggested activities
C.
Information sheets
D.
Transparency masters
E.
1.
TM 1--Sex Determination
2.
TM 2--Inheritance of Color
Assignment sheet
1.
F.
530F3
III.
G.
H.
Laboratory exercises
1.
2.
LE 2--Sex-linked Traits
3.
LE 3--Predicting Inheritance
4.
5.
I.
J.
Test
K.
Answers to test
Unit references
A.
B.
Campbell, John R., Lasley, John F. The Science of Animals That Serve Mankind.
McGraw-Hill Book Company, 1975.
C.
Ensminger, M.E., Animal Science. The Interstate Printers and Publishers, Inc.,
Danville, Illinois, 1962.
D.
Ensminger, M.E., Animal Science. The Interstate Printers and Publishers, Inc.,
Danville, Illinois, 1977.
E.
Ensminger, M.E., Beef Cattle Science. The Interstate Printers and Publishers,
Inc., Danville, Illinois, 1968.
F.
G.
Otto, James H., Towle, Albert, Modern Biology, Holt, Rinehart and Winston,
Publishers, New York, 1985.
H.
Slesnick, Irwin L., et. al., Biology, Scott, Foresman and Company, Glenview,
Illinois, 1985.
530F4
C.
D.
E.
F.
G.
H.
I.
Zygote--Fertilized egg
(Note: In the zygote the genes and chromosomes are restored to pairs.)
J.
Homozygous--Animal that is pure for a certain gene such as the polled gene
K.
L.
M.
N.
Lethal gene--Genetic factor that causes death of the young during prenatal life,
at birth or soon after
(Note: These may be discovered and therefore removed by test mating,
especially a bull to his daughters.)
O.
P.
Q.
530F5
R.
II.
III.
Body size
B.
C.
Eye color
D.
Length of leg
E.
Dwarfism
F.
Ability to fatten
Heritability--Some characteristics in animals are highly heritable while others are not;
selection of breeding stock should be weighted towards those factors which have a high
heritability
Example:
Length of hogs has a 60% heritability while litter size has only a 5-15%
heritability
(Note: Specific heritability percentages for individual traits are provided in the Selection
and Evaluation unit for each livestock species in AG 140.)
IV.
Cattle--30 pairs
B.
Swine--19 pairs
C.
Sheep--27 pairs
D.
Chickens--39 pairs
E.
Humans--23 pairs
F.
Horses--32 pairs
(Note: With all possible combinations in chromosome pairs and genes, each
parent of the livestock species can transmit over one billion different samples of
inheritance. Therefore, no two animals within a given breed are exactly alike
except identical twins.)
V.
Genetic makeup
A.
530F6
B.
Each cell contains one chromosome from each pair in the parent or 1/2 the total
number of chromosomes
(Note: These two germ cells indicate whether a calf will be polled instead of
horned, black instead of white, a bull instead of a heifer.)
VI.
Genes
A.
Dominant--Genes that have the ability to cover up or mask the presence of one
member of a set of genes in the F1 generation
Examples:
VII.
Gene inheritance
A.
B.
B.
C.
2.
530F7
IX.
Production testing
(Note: Production testing is the practice of evaluating and selecting animals on the basis
of progeny and performance testing. This is done on characteristics of economic
importance.)
A.
B.
X.
Systems of breeding
A.
B.
Outcrossing--Mating of animals that are members of the same breed but which
show no relationship close up in the pedigree
D.
E.
530F8
XI.
B.
Mating:
2.
F1 :
PP x pp
Genotype--Pp
Phenotype--polled
Mating:
2.
F2
Pp x Pp
530F9
TM 1
530F10
TM 2
530F11
Score____________________________________
Calculate each possible gene combination from the following matings. When completed, turn in to
instructor for evaluation.
1.
In Angus cattle, black hair color (B) is dominant over red hair color (b). What will be the
gene combinations of the offspring from the following matings?
a.
BB male x BB female
Bb male x bb female
530F12
c.
Bb male x BB female
bb male x bb female
Suppose you mated a polled cow (PP) to a horned bull (pp). What will be the offspring's
gene combinations?
530F13
3.
Suppose you mated a polled bull carrying a recessive gene for horns (Pp) to a like cow.
What would be the gene combination of the offspring?
Suppose you made a cross of a bull carrying tall genes (DD) to a cow carrying dwarf
genes (dd). What would be the F1 gene combination of the offspring? (use
checkerboard)
530F14
5.
Mate a bull that carries a dominant gene for tall and a recessive gene for dwarf (Dd) to a
heifer with like genes. What would be the possible gene combinations of the offspring?
(Use the checkerboard)
530F15
530F16
530F17
530F18
530F19
Lab #5
Stocks of flies should be ordered about five weeks before they will be used. This is so that they may be
recultured to increase the number of flies. Both old stocks for initial observation and new stocks for
crosses will be required.
Materials
Ether is highly explosive and its vapors are dangerous. For these reasons we strongly recommend that you
use a commercial, non-ether preparation that will anesthetize and immobilize the fruit flies. This type of
non-ether preparation is available from biological supply houses.
Schedule:
Day 1
Have students practice handling the flies and make the F1 cross
Day 7
Day 14
Day 21
Record the F1 offspring and discard the F1 adults in the fresh vial used to
make the F2 generation
Day 28
Part I:
Step 3:
Over-anesthetized and dead fruit flies have wings that stick out at right angles to their
bodies.
Step 7:
You may want the students to save the mixed fruit flies for observation by other classes.
If so, have the students place the flies in the vials as they recover. If the flies are not to be
used again have the students place the anesthetized flies in the oil morgue. The oil
morgue humanely disposes of the flies.
Part II:
Generally it is easier and more accurate for the teacher to collect the virgin flies.
Step 7:
The reciprocal cross of vestigial wing males and wild type females may give skewed
results due to the males' handicaps in courtship behavior.
530F20
Score____________________________________
Selection from Modern Biology, Biology Investigations, Teacher's Edition, by James H. Otto, Albert Towle,
W. David Otto, and Myra E. Madnick. Copyright 1977 by Holt, Rinehart and Winston, Inc. Reprinted by
permission of the publisher.
Materials needed
Prepared slides of onion root tip
Microscope
Prepared slide of whitefish blastula
Colored pencils
Biology textbook
Part I: Mitosis in Plant Cells
In this part, you will observe the phases of cell division known as mitosis. The genetic materials are
replicated and distributed through the process of mitosis.
Observe the stages of mitosis by examining the cells of an onion root tip with the microscope. The phases
of mitosis are: prophase, metaphase, anaphase and telophase. Interphase is the phase when a cell is
preparing for mitosis.
Observe the onion root tip under low power of your microscope. Locate an area of the root tip where
mitotic changes can be observed. These changes are best observed in the region between the tip of the root
and where the cells are beginning to elongate. Turn to high power to observe the cells more closely. How
many stages can you locate? Refer to a biology text to help you identify the phases.
a.
b.
c.
530F21
d.
e.
In the diagram, label each of the phases of mitosis. Also identify the: nucleus, nucleolus, spindle,
chromatid, cell plate.
How do the poles of the spindle differ from those of the onion root tip?_______________________
________________________________________________________________________________
b.
Compare the separation of daughter cells with that of the plant cell wall.______________________
________________________________________________________________________________
c.
Are there any structures in the animal cell that were not present in the plant cell?_______________
d.
Are there any mitotic structures present in both the plant and animal cells?____________________
530F22
In the space provided, draw an animal cell in each stage of mitosis. Identify structures that differ from
plant cell mitosis.
530F23
Draw 2 pairs of chromosomes (use a different color for each) in the first stage of egg formation, the
primary oocyte. Mark one chromosome of each pair A and one B.
a.
b.
The chromosomes form pairs, separate, and move toward opposite poles. The primary oocyte divides,
forming a secondary oocyte and the first polar body. Follow these steps in the diagram. Identify the
chromosomes as A and B and use colored pencils to illustrate changes.
c.
d.
What happens when the chromatids separate during the division of the secondary oocyte?________
________________________________________________________________________________
e.
What is the chromosome number of the ootid and second polar body?________________________
f.
g.
530F24
b.
c.
How does mitosis in plant cells differ from mitosis in animal cells?__________________________
________________________________________________________________________________
________________________________________________________________________________
d.
e.
f.
g.
h.
i.
530F25
Examine different types of animal and plant cells and observe the phases of mitosis. Many
prepared slides are available for this type of observation.
2.
What happens when the sperm and egg cells produced in oogenesis and spermatogenesis meet?
The union of the two cells is called fertilization. Illustrate the chromosome makeup of these cells
by using colored pencils to fill in the diagram provided. When the zygote (fertilized egg) divides,
body cells are formed. Fill in the chromosomes of the body cells.
530F26
Score____________________________________
Selection from Modern Biology, Biology Investigations, Teachers Edition, by James H. Otto, Albert
Towle, W. David Otto, and Myra E. Madnick. Copyright 1977 by Holt, Rinehart and Winston, Inc.
Reprinted by permission of the publisher.
Materials needed
2 pennies
Adhesive tape
Forceps
4 test tubes (15 cm)
2 untreated white pipe cleaners
4 pipe cleaners soaked in 10% hydrochloric acid solution
2 pipe cleaners soaked in 1% sodium hydroxide solution
Weak brom thymol blue solution
Part I: How is Sex Determined?
Each human body cell contains 23 pairs of chromosomes. One of these pairs is different in the male and
female.
a.
Figure 1
b.
530F27
c.
Following meiosis, how many different sex chromosomes will be in the eggs?_________________
d.
e.
Now let's demonstrate the probability involved in sex determination. Tape an "X" on one side of a penny,
and on the other side, tape a "Y". On another penny, tape an "X" on both sides. Now, flip both coins and
let them land.
f.
Continue the flips for at least 30 times. Record the chromosome combination that appears each time in the
table.
g.
What is the approximate ratio of genotypes obtained from flipping the pennies?________________
Figure 2
Now diagram the inheritance of sex chromosomes in the Punnett square.
Figure 3
h.
i.
Female?_________________________________________________________________________
530F28
j.
k.
Use the Punnett square to determine the color vision ability of the offspring of a couple whose genotypes
are XcY and XCXc.
Figure 4
a.
b.
530F29
c.
d.
How is it possible that some male offspring have normal vision when the male parent is color
blind?
________________________________________________________________________________
Part III: A Model of Sex Linkage
In this part, you will use pipe cleaners to represent sex-linked chromosomes and test tubes to represent
body cells. Obtain 4 pipe cleaners that have soaked for an hour in a 10% hydrochloric acid solution, 2 pipe
cleaners soaked for an hour in a 1% sodium hydroxide solution, and 2 untreated pipe cleaners. Bend 2
untreated cleaners into a cane shape to represent the Y chromosome. Those soaked in the hydrochloric acid
solution will represent the XC chromosome, while those soaked in the sodium hydroxide solution represent
the Xc chromosome. Number the test tube "cells" 1 through 4. Fill each tube two thirds full of brom
thymol blue solution. This model demonstrates the masking of the genes when a dominant and recessive
gene are present in the same cell. The color which appears in the test tube cells indicates the phenotype.
The solution turns yellow in the presence of acid (hydrochloric). Distribute the variously treated
"chromosomes" as shown:
Figure 5
Set up two acid "chromosomes" in tube 1; an acid and a base in tube 2; an acid and an untreated cleaner in
tube 3; and a base and an untreated cleaner in tube 4. Observe any color change in the tubes. Record your
observations and conclusions in the following table:
530F30
b.
Explain why males more often exhibit sex-linked traits than females._________________________
______________________________________________________________________________
______________________________________________________________________________
c.
In the demonstration using pipe cleaners, what percent of the males would be color blind?________
d.
females?_________________________________________________________________________
e.
If the male had been color blind and the female a carrier, what percent of the females would be
color blind?_____________________________________________________________________
f.
530F31
Score____________________________________
Selection from Modern Biology, Biology Investigations, Teachers Ediction, by James H. Otto, Albert
Towle, W. David Otto, and Myra E. Madnick. Copyright 1977 by Holt, Rinehart and Winston, Inc.
Reprinted by permission of the publisher.
Materials needed
Genetic corn showing a 1:1 ratio of purple-nonpurple
Genetic corn showing a 3:1 ratio of purple-nonpurple
Straight pins
Part I: Predicting Ratios in a Monohybrid Cross
In this part, you will diagram the inheritance of a single trait. Flower position on pea plants is the trait to be
studied here.
The parent plants crossed by Mendel are shown in the diagram. Axial flowers grow along the stem.
Terminal flowers develop only at the tip of the stem. Mendel found in pea plants that axial (A) flower
position is dominant to terminal (a) flower position. Examine the genotypes of each parent.
a.
b.
c.
d.
f.
When planted, what will be the position of the flowers produced by the F1 plants?______________
530F32
g.
h.
of dominance?____________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
In the Punnett square, cross the F1 offspring with themselves to obtain the F2 generation.
i.
j.
k.
l.
When complete dominance is involved, would the predicted ratios obtained in this cross hold true
for any monohybrid cross?_________________________________________________________
b.
c.
If the female is recessive for both traits, what genes are present in the eggs?___________________
530F33
d.
e.
Assuming a male and female are produced in the F1, use these as parents to produce the F2 generation.
530F34
Diagram the possible inheritance of the offspring from such a cross in the Punnett square and list the ratio
of phenotypes.
h.
If the male parent is homozygous for red snapdragons, what kind of gene will be present in the
sperms?________________________________________________________________________________
b.
If the female is homozygous for white, what kind of gene will be present in each egg?___________
530F35
c.
a.
b.
Nonpurple?______________________________________________________________________
________________________________________________________________________________
c.
530F36
d.
Based on the ratios, what are the genotypes of the parents crossed to obtain your ear of corn?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
e.
Part V: Summary
a.
Briefly define each of Mendel's Law and Principles that have been demonstrated in the crosses
you have completed in this investigation.
Principle of Dominance___________________________________________________________
______________________________________________________________________________
Principle of Unit Characters________________________________________________________
______________________________________________________________________________
Law of Independent Assortment_____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In a cross of two individuals heterozygous for a single trait, what genotype and phenotype ratios
would be obtained?________________________________________________________________
c.
What phenotype ratio is obtained when individuals heterozygous for two traits are crossed?
______________________________________________________________________________
d.
Explain if the Law of Independent Assortment would apply if the genes for coat color and gait in
horses were carried on the same chromosomes.__________________________________________
________________________________________________________________________________
e.
On the basis of your results, explain how genetic principles yield predictable results.____________
______________________________________________________________________________
530F37
530F38
Score____________________________________
Selection from Modern Biology, Biology Investigations, Teachers Ediction, by James H. Otto, Albert
Towle, W. David Otto, and Myra E. Madnick. Copyright 1977 by Holt, Rinehart and Winston, Inc.
Reprinted by permission of the publisher.
Materials needed
2 boxes (bottom half of half-gallon milk carton)
100 red beans
100 white beans
Part I: Demonstrating Chance
The class should be divided into pairs for this study. Each pair of investigators should have two boxes of
beans. Each box contains a mixture of 50 red beans and 50 white beans.
a.
If each box represents a set of genes from one parent, what could each bean represent?
______________________________________________________________________________
In a series of rounds that will be timed by your teacher, take one bean from each box and lay the pairs in
rows: red-red, red-white and white-white.
b.
After each round, count the beans in each row and record the selected combinations in the table.
c.
d.
What accounts for the variation in offspring represented by the pairs of genes?_________________
______________________________________________________________________________
530F39
Add the total of your 3 rows and divide the sum by 4. (The 4 represents the reduction that occurs
in the formation of eggs and sperm during meiosis.)
2.
3.
a.
(1)
37 + 86 + 41 = 164
164 / 4 = 41
(2)
37 / 41 = 0.9
86 / 41 = 2.1
41 / 41 = 1.0
(3)
b.
c.
d.
What are the chances of selecting the same color in a gene pair?___________________________
e.
f.
g.
530F40
h.
How does chance selection of genes, as demonstrated with beans, provide the basis for variation in
organisms?_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
530F41
Score____________________________________
Slesnick, Irwin L., Biology Laboratory Manual, Scott, Foresman and Company, 1985. Reprinted by
permission of Scott, Foresman and Company.
Introduction
The fruit fly Drosophila melanogaster is especially good for genetic research. This is because the flies are
small, feed on an inexpensive yeast cell media, and have a short life cycle. Due to these three factors a
large population of fruit flies can be raised quickly and inexpensively in a small area. The fruit fly goes
through a full generation, from the birth of parents to the birth of offspring, in just ten to fourteen days.
This quick maturation enables the results of breeding experiments to be quickly seen. In this laboratory,
you will make crosses of fruit flies to study the resulting offspring.
Materials needed
Living Drosophila cultures (Wild wing type and vestigial wing type)
Anesthetic
Instant Drosophila medium (Commercial preparation)
Two small vials with plastic-foam plugs (4" x 1 1/2")
Forceps
Old culture of "mixed-strain" fruit flies
Re-anesthetizer (Consists of a petri dish, gauze or cotton balls and tape)
Artist's paint brush
Stereoscopic microscope
White index card
Labels or masking tape
Morgue consisting of a jar of oil (vegetable or motor oil)
Part I: Anesthetizing and Observing the Fruit Flies
1.
Obtain a culture of the mixed fruit flies. Gently tap the bottom of the culture vial on a book to
force the flies to the bottom as shown in a.
530F42
2.
Add the anesthetic to the wick supplied with the anesthetic. Insert the wick into the culture vial
just below the plastic foam plug as shown in b.
3.
Lay the culture vial on its side in the groove of an open book as shown in c, so that the flies do not
get stuck in the medium as they become immobilized. Within four minutes all flies should
become anesthetized and immobile.
4.
Transfer the flies to a white index card as shown in d. Examine the flies under the stereoscopic
microscope. Use the paint brush to move the flies around on the card.
530F43
5.
If the flies start to recover from the anesthetic use the re-anesthetizer to re-anesthetize the flies.
Do this by placing a few drops of the anesthetic on the gauze attached with tape to the bottom of
the petri dish which will serve as a re-anesthetizer. Place the dish over the recovering flies until
the flies are immobilized once again. Refer to e showing the set-up of the petri dish reanesthetizer.
6.
Sort your flies according to their sex. Notice in figure f that the male fruit flies have a sex comb, a
dark, blunt-shaped abdomen, and five bands compared to the female's lack of a sex comb, and
pointed abdomen with seven bands. In addition, the female is generally larger than the male fruit
fly. Besides the sex differences, what other distinct difference do you notice?
a.______________________________________________________________________________
530F44
Draw the difference that you observe on the wingless fruit fly in figure g below.
7.
Dispose of the fruit flies when you are finished observing them according to instructions given by
your teacher.
Flies from the stock vials of wild wing type and vestigial wing type contain both males and
females. In performing a cross the females that are used must be virgins. To be assured of using
females that are virgins, the females must be collected before they are twelve-hours-old. This is
because female fruit flies are capable of mating with the males only after they are twelve-hoursold. What problems would occur in genetic experimentation if day-old females taken from stock
vials containing males and females were used in genetic crosses?
a.______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2.
Anesthetize flies from the stock vials of the wild wing and the vestigial wing fruit flies. Select
three wild winged males and three vestigial winged females.
3.
Place the six future parents on a cardboard wedge made from an index card as shown in h. Place
the wedge on its side in a fresh vial of media until the flies recover. Keep the wedge in the vial
throughout the reproductive cycle as a substance on which the larvae can form pupae. Place the
vial in an open book as shown in i until the flies recover.
530F45
4.
5.
Incubate the flies at about 25-28 degrees Celsius. On about day seven, remove the parent flies
from the vial. Dispose of the parent flies as instructed by your teacher. Depending mostly on
temperature, the adult flies of the F1 generation should emerge in about 10 to 14 days. While you
are waiting for the F1 flies to emerge, use the stereoscopic microscope to examine the stages in the
life cycle of the fruit fly. Record your observations over the 10-14 day life cycle in Table I below.
6.
After 50 adult flies hatch in the vial, carefully anesthetize them following steps 1-5 in Part I.
Then, select any three females and any three males. Place the six flies in a fresh vial of media as
you did with the parents of this generation in illustrations h and i. Label the vial. The offspring
that result from this cross will the F2 generation.
530F46
7.
Re-anesthetize the remaining F1 adults. Count and sort the flies from the F1 parental cross
according to sex and wing type. Record the data in Table II. Dispose of the fruit flies as directed
by your teacher. Complete the Punnett Square next to Table II showing the expected results from
the parental cross. Remember to include in your count the six F1 flies used in the cross in step 6.
When the larvae are seen in the vials of the F1 cross (in about seven days) remove the six adults
and dispose of them in the manner instructed by your teacher.
530F47
2.
After more than 50 flies have emerged from the vial (in about 15 days from the date of the cross)
anesthetize, count and sort the flies according to sex and wing type. Dispose of the counted flies
as directed by your teacher. Record the data you collect in Table III. Complete the Punnett Square
next to Table III showing the expected results from the F1 cross. The F1 cross results in the F2
generation of fruit flies.
List two differences in body structures that enable you to distinguish male from female fruit
flies.________________________________________________________________________
____________________________________________________________________________
2.
3.
530F48
4.
For what reasons are parents removed from culture vials on about the seventh day after the
larvae appear?________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5.
What are the genotypic differences between the F1 flies and the wild type parent flies?_______
____________________________________________________________________________
6.
How do the F2 wild type flies compare genetically with the original parent wild type flies?
____________________________________________________________________________
____________________________________________________________________________
7.
8.
What percentage of the F2 flies did you expect to have vestigial wings?___________________
____________________________________________________________________________
9.
Considering the total number of F2 flies counted, how many should have had vestigial wings?
____________________________________________________________________________
10.
11.
How many of the total should have had wild type wings?______________________________
____________________________________________________________________________
12.
How would you explain the difference between expected and actual results in the F2
generation?___________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
530F49
Part II:
a.
b.
c.
d.
Part III:
a.
b.
c.
d.
e.
f.
g.
530F50
Part IV:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Lab #2
Part I:
a.
b.
c.
d.
e.
f.
Sex chromosomes
XX
one, an X
Y
X or Y
two X's, or an X and Y
h.
i.
j.
k.
50%
50%
male
It is purely a matter of chance.
530F51
Part II:
Figure 4
a.
b.
c.
d.
50%
XcXc
50%
The male offspring inherited Xc from the female parent.
Part III:
Part IV:
a.
b.
c.
d.
e.
f.
There is a 50% probability that a female X will be paired with a male Y chromosome.
Males are lacking a corresponding gene on the Y chromosome; therefore, whatever gene is
inherited on the female X is exhibited by the male.
50%
None
50%
50%
530F52
Lab #3
Part I:
a.
b.
c.
d.
Male
Female
A
a
e.
f.
g.
h.
A and a
Axial
The characteristic is determined by a pair of genes, one contributed by each parent.
The A gene exerted its influence in spite of the presence of gene a. Gene a was prevented from
exerting its influence.
Two individuals hybrid for a single trait are being crossed.
3 axial to 1 terminal
1AA : 2 Aa : 1 aa
Yes
i.
j.
k.
l.
Part II:
a.
b.
c.
d.
BBTT
B and T
b and t
BbTt
530F53
e.
black, trotters
f.
g.
9 black-trotters
3 black-pacers
3 thite-trotters
1 white-pacers
Yes. Only if complete dominance is involved in both traits.
1 BBTT
2 BbTT
1 bbTT
2 BBTt
4 BbTt
2 bbTt
1 BBtt
2 Bbtt
1 bbtt
Yes, if both parents possess two traits that are completely dominant and both parents are hybrid for
the traits.
h.
Part III:
a.
b.
c.
r
w
rw
d.
530F54
Part IV:
a.
b.
c.
d.
e.
Part V:
a.
b.
c.
d.
e.
Lab #4
Part I:
a.
b.
c.
d.
A gene or chromosome
To represent the gene or chromosome contributed by each parent
Three
Variation is due to the chance combination of different genes upon fertilization.
Part II:
a.
b.
c.
d.
e.
f.
g.
h.
Lab #5
Part I:
a.
b.
Some flies have crooked, wrinkled wings while others have normal wings
530F55
Part II:
a.
The results of the crosses between males and females would not be valid. This is because the
genotype of the male that mated with the female would be unknown if an earlier mating took place
in the vial. Thus, the mating cross would not be controlled.
Vv
Vv
Part III:
Table III: Totals should show 75% wild and 25% vestigial winged phenotypes
F1 genotypes: wild Vv x wild Vv
F2 phenotypes: 3/4 wild , 1/4 vestigial
F2 genotypes: VV, Vv, vv
Punnett Square:
VV Vv
vV vv
530F56
Part IV:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Males have a sex comb, five-banded abdomen, blunt abdomen and smaller size.
No. All flies in the F1 vial will have the same genotype.
Only the wild wing phenotype appeared in the F1 generation. The vestigial wing trait was
masked.
So that the parents will not be counted in the offspring count from the cross.
The F1 flies are heterozygous even though they have a wild phenotype.
50% of the F2 wild type flies have the same genotype (VV) as the parent wild type flies and 50%
have a (Vv) genotype.
Since each fly has two alleles for a trait that segregates during gamete formation the offspring of
the F1 cross represent the random combination of these gametes to produce the 3 to 1 ratio.
1/4 or 25%
Student answer will vary depending on experimental results.
3/4 or 75%
About 3/4 of the total number of F2 flies
There could have been sources of error that entered into the experiment. For example, any of the
following could have changed the expected results: death of larvae or eggs, failure to clear parents
from vial before counting the flies, small sample size, failure to use virgin females for the crosses.
530F57
1.
Gamete
_____b.
Fertilized egg
2.
Fertilization
_____c.
3.
Zygote
_____d.
4.
Homozygous
5.
Heterozygous
6.
Phenotype
7.
Genotype
8.
Lethal gene
9.
Gene
_____e.
_____f.
_____g.
_____h.
_____i.
_____j.
_____k.
_____l.
_____m.
_____n.
10.
Dwarfism
11.
Chromosome
12.
Mutation
13.
Mitosis
14.
Meiosis
15.
Genetics
16.
F1
17.
F2
18.
Heritability
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2.
_____o.
_____p.
_____q.
_____r.
Select from the list hereditary characteristics that are determined by genes.
____a. Body size
____b. Age
____c. Color of hair coat
____d. Eye color
____e. Ability to fatten
____f.
3.
Environment
4.
Match the animals on the right to the correct number of chromosome pairs.
____a.
19 pairs
1.
Cattle
____b.
39 pairs
2.
Sheep
____c.
30 pairs
3.
Swine
____d.
23 pairs
4.
Humans
____e.
27 pairs
5.
Chickens
____f.
32 pairs
6.
Horses
530F59
5.
6.
Distinguish between dominant, recessive and incomplete dominant genes. Place a "D" in the
blank if the statement indicates a dominant characteristic, an "R" in the blank if the statement
indicates a recessive characteristic, or an "I" if the statement indicates an incomplete dominant
characteristic.
____a. Genes that do not completely mask or are not completely masked by the paired gene.
____b. Genes that are covered up or masked in the F1 generation.
____c. Genes that have the ability to cover up or mask the presence of one of a set of genes in
the F1 generation.
7.
8.
Distinguish between simple gene inheritance and multiple gene inheritance. Place "SG" in the
blank if the statement indicates a simple gene inheritance or "MG" in the blank if the statement
indicates a multiple gene inheritance.
____a.
____b.
9.
Distinguish between performance testing and progeny testing by placing "PE" if the statement
indicates performance testing or "PR" if the statement indicates progeny testing.
____a.
Bull "A" has an excellent track record in producing daughters with strong rear udder
attachment.
____b.
Bull "B" has won a number of shows because of his outstanding visual characteristics.
530F60
10.
11.
1.
Crossbreeding
_____b.
2.
Purebred
_____c.
3.
Inbreeding
4.
Grading up
5.
Outcrossing
_____d.
_____e.
Estimate the possible gene combinations if you mated a polled bull (Pp) carrying a recessive gene
for horns to a horned cow (pp) carrying recessive genes for horns.
a.
b.
c.
530F61
a.
b.
c.
d.
e.
f.
2.
a, c, d, e
3.
Description should include the fact that some factors are more heritable than others and that
selection should be weighted towards those factors with high heritability
4.
a.
b.
c.
5.
The description should include that genetic makeup is determined by the union of two cells, one
from each parent, and that each cell contains one chromosome from each pair in the parent or 1/2
the total number of chromosomes
6.
a.
b.
7.
a.
SG
b.
MG
8.
1
3
6
9
15
5
3
5
1
g.
h.
i.
j.
k.
l.
d.
e.
f.
11
13
7
4
17
14
m.
n.
o.
p.
q.
r.
8
2
18
10
12
16
4
2
6
c.
Description should include: A female egg contains an X chromosome; A male sperm contains
either an X or Y chromosome; Egg and sperm unite randomly to form zygote: If egg and sperm
contain like chromosomes (X and X), a female is conceived; If egg and sperm contain unlike
chromosomes (X and Y), a male is conceived
9.
a.
PR
b.
PE
10.
a.
b.
c.
3
5
2
d.
e.
1
4
11.
a.
b.
c.
none
two
two